【作者】 谢玮；

【导师】 黄怡；

【作者基本信息】 华东师范大学 ， 教育， 2010， 硕士

【摘要】 传统小学语文低、中年级的作业内容枯燥,形式单一,评价无趣,使得学生对完成作业的过程不那么感兴趣。作业的设计缺乏师生间情感的沟通,缺少互动,与学生的生活实际有一定的距离,且有程式化、样本化的倾向,日益成为学生和家长沉重的负担,教师心头的“鸡肋”。显然,传统作业的弊病,已不适应学生的现状,不利于学生的成长和发展。本文研究了古今中外对于作业的探究,从理论上探讨了作业的分类和作业设计的策略,同时,以问卷调查表的形式,对学生、家长和教师进行了调研,了解作业的现状和问题所在。然后,在实践中根据学生的特点归纳出几类较为有效的小学低、中年级作业的类型,通过教学的实践,总结出小学低、中年级作业有效设计的策略。在一段时间的实践之后,再次发放问卷调查表,了解学生和家长对于作业调整的看法,以及对于实践中的作业的认识。在实践研究中,发现小学低、中年级的语文作业从不同的角度分,可分成多种类型,从“让每位学生健康地、有个性地成长”的角度分,可以归为“共性作业”和“个性作业”两类。“共性作业”指的是为课程规定的、学生必须掌握的知识而设计的作业。本文分别从作业完成的时间段、作业完成的类型这两个角度,来研究有效共性作业的类型和共性作业有效设计的策略。“个性作业”则是根据学生不同的个性特点而设计的提高或补缺类的作业。本文分别从作业完成所需要的时间及类型这两个角度,来探究有效个性作业的类型和个性作业有效设计的策略。作业的有效性离不开“评价”的环节。在实践中,还探讨了作业的评价方式,力求以多元评价来促进作业的有效性。有幸的是,本文中所提及的共性作业和个性作业的分类,有效作业的类型,作业有效设计的策略等,在第二次问卷调查表中,得到了学生和家长的认可。可以说,基本得到和通过了小范围内的实践检验。更多还原

【Abstract】 The lower and middle grade elementary school students are usually given homework for their primary language course that are dry in content, predictable in form and less than interesting in evaluation. Therefore students don’t enjoy the process of getting them done. The homework tends to be lack of communication and interaction between students and teachers, less relevant to students real life and often programmed and sampled. They slowly become a heavy burden on students and their parents and something teachers are not worthy of doing. Obviously, the shortcomings of such homework are not suited to the status of students and are becoming an obstacle of students’growth and development.This paper surveyed research works done in this area at all times and from all over the world and explored the classification and design strategy of homework theoretically. In the meantime, questionnaires are given to student, parents and teachers to understand the current status of homework and potential problems. Based on that and the experiences in practice some relatively effective homework categories and homework design strategies are determined based on students’characteristics. After a period of time in practice, the second round of questionnaires are circulated again to understand view of the students and parents about the adjusted homework.The study found that there are many types of homework for the lower and middle grade elementary school students’ primary language course. They can be broadly classified into the "common homework" and "personalized homework" categories. Common homework is designed based on the course requirements that students must master. This paper will study effective common homework categories and design strategies from the perspectives of completion time frame of the homework and the types of the homework. Personalized homework is designed based on students’ characteristics for the goal of either their improvement or catching-up. This paper will study effective personalized homework categories and design strategies from the perspectives of completion time frame of the homework and the types of the homework. Finally, this paper studies the effective homework evaluation to promote the effective completion of homework by students.In this paper, the classification of homework into common and personalized ones, the categories of both common homework and personalized homework, effective design strategies of homework are the result of empirical testing and verification. And it was recognized by the students and parents in the second round of questionnaires as well.更多还原